{"id":3420,"date":"2016-12-22T16:08:11","date_gmt":"2016-12-22T14:08:11","guid":{"rendered":"https:\/\/sbunker.org\/?p=3420"},"modified":"2024-12-10T16:13:34","modified_gmt":"2024-12-10T14:13:34","slug":"kosova-ka-mundur-te-dale-edhe-me-keq-ne-pisa","status":"publish","type":"post","link":"https:\/\/sbunker.org\/sr\/analize\/kosova-ka-mundur-te-dale-edhe-me-keq-ne-pisa\/","title":{"rendered":"Kosova ka mundur t\u00eb dal\u00eb edhe m\u00eb keq n\u00eb PISA"},"content":{"rendered":"
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Apo pse reagimet e politikb\u00ebr\u00ebsve dhe akter\u00ebve t\u00eb arsimit ishin kund\u00ebrth\u00ebn\u00ebse e paradoksale, dhe si pjes\u00ebmarrja n\u00eb PISA 2015 ndihmon n\u00eb ofrimin e argumenteve t\u00eb bazuara n\u00eb d\u00ebshmi p\u00ebr at\u00eb se cfar? rezultati mund t\u00eb pritet n\u00eb vler\u00ebsimet e ardhshme t\u00eb PISA-s n\u00eb vend se t\u00eb sh\u00ebrbehemi me hamendje dhe retorik\u00eb boshe?<\/p>\n<\/div>\n

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P\u00ebrderisa u v\u00ebrejt nj\u00eb tronditje dhe reagim i gjer\u00eb i publikut kosovar ndaj publikimit t\u00eb rezultateve t\u00eb vler\u00ebsimit PISA 2015 dhe performanc\u00ebn e ul\u00ebt t\u00eb nx\u00ebn\u00ebsve kosovar\u00eb aty, reagimet nga politikb\u00ebr\u00ebsit arsimor\u00eb dhe pal\u00ebt e p\u00ebrfshira t\u00eb arsimit ishin edhe m\u00eb t\u00eb pakta edhe m\u00eb t\u00eb p\u00ebrziera, por dominoi nj\u00eb qasje paradoksale, ose nga mosdija se si t\u00eb adresohen gjetjet nga vler\u00ebsimi PISA 2015 p\u00ebr Kosov\u00ebn ose nga p\u00ebrpjekja p\u00ebr hedhur mjegull q\u00eb p\u00ebrgjegj\u00ebsia n\u00eb t\u00eb nj\u00ebjt\u00ebn koh\u00eb edhe t\u2019u takoj\u00eb t\u00eb gjith\u00ebve edhe askujt. N\u00eb nj\u00ebr\u00ebn an\u00eb u tha (n\u00ebp\u00ebr media t\u00eb ndryshme t\u00eb pakt\u00ebn nga nj\u00eb drejtor shkolle, nj\u00eb drejtori komunal arsimi, dhe nga udh\u00ebheq\u00ebsit e MASHT) se rezultati i nx\u00ebn\u00ebsve kosovar\u00eb n\u00eb vler\u00ebsimin PISA 2015 ka qen\u00eb i pritur. N\u00eb vetvete deklarime t\u00eb till\u00eb jan\u00eb shqet\u00ebsuese sepse n\u00ebse v\u00ebrtet\u00eb ka qen\u00eb e ditur q\u00eb performanca e nx\u00ebn\u00ebsve t\u00eb Kosov\u00ebs do t\u00eb ishte aq e ul\u00ebt, pse ka munguar mobilizim shum\u00eb m\u00eb i madh paraprak i akter\u00ebve institucional\u00eb arsimor\u00eb q\u00eb t\u00eb b\u00ebhet di\u00e7ka rreth k\u00ebsaj \u00e7\u00ebshtje.<\/p>\n

N\u00eb an\u00ebn tjet\u00ebr, nga t\u00eb nj\u00ebjtit akter\u00eb arsimor\u00eb u deklarua se edhe pse rezultatet e tilla t\u00eb ul\u00ebta jan\u00eb pritur, ato nuk paraqesin realitetin e shkollave t\u00eb Kosov\u00ebs, pasi sipas tyre, t\u00eb rinjt\u00eb\u00a0e Kosov\u00ebs jan\u00eb inteligjent\u00eb dhe gjendja \u00ebsht\u00eb m\u00eb e mir\u00eb se kjo q\u00eb u shp\u00ebrfaq nga PISA 2015. Deklarime t\u00eb till\u00eb jan\u00eb kund\u00ebrth\u00ebn\u00ebse thell\u00ebsisht dhe ndoshta ashtu sikur PISA q\u00eb tregoj\u00eb munges\u00ebn e shkatht\u00ebsive t\u00eb aplikimit dhe rezonimit n\u00eb mesin e 15 vje\u00e7ar\u00ebve, ato tregojn\u00eb munges\u00ebn e shkatht\u00ebsive t\u00eb nj\u00ebjta n\u00eb mesin e popullat\u00ebs s\u00eb rritur. \u00cbsht\u00eb e palogjikshme t\u00eb thuhet q\u00eb rezultatet edhe jan\u00eb pritur t\u00eb jen\u00eb t\u00eb tilla, edhe q\u00eb ky nuk \u00ebsht\u00eb realiteti n\u00eb sistemin shkollor t\u00eb Kosov\u00ebs. N\u00eb fakt, realiteti mund t\u00eb mos jet\u00eb ky, por n\u00ebse ai \u00ebsht\u00eb ndryshe gjasat jan\u00eb q\u00eb ai t\u00eb jet\u00eb edhe m\u00eb i keq sesa q\u00eb \u00ebsht\u00eb dh\u00ebn\u00eb me rezultatet e PISA-s 2015.<\/p>\n

Fatmir\u00ebsisht, n\u00eb vend q\u00eb t\u00eb sh\u00ebrbehemi m\u00eb hamendje dhe p\u00ebrgjith\u00ebsime t\u00eb pabaza, procesi i PISA-s na mund\u00ebson t\u00eb arrijm\u00eb n\u00eb p\u00ebrfundime t\u00eb bazuara n\u00eb d\u00ebshmi lidhur me at\u00eb se n\u00eb \u00e7\u2019gjendje \u00ebsht\u00eb sistemi arsimor dhe se a mund t\u00eb priten p\u00ebrmir\u00ebsime n\u00eb t\u00eb ardhmen e af\u00ebrt. P\u00ebr t\u00eb ilustruar k\u00ebt\u00eb, duhet t\u2019i kthehemi \u00e7\u00ebshtjes se sa reprezantative ishte mostra e Kosov\u00ebs n\u00eb PISA 2015 dhe mund t\u00eb marrim shembullin e Kroacis\u00eb p\u00ebr t\u00eb treguar se si mostra ndikon n\u00eb performanc\u00ebn e shteteve pjes\u00ebmarr\u00ebse n\u00eb PISA.<\/p>\n

N\u00eb Kroaci edhe pse e ranguar shum\u00eb m\u00eb lart\u00eb se shtetet ballkanike n\u00eb PISA 2015, rezultati mesatar i nx\u00ebn\u00ebsve n\u00eb shkenc\u00eb atje ishte 475, rreth 20 pik\u00eb m\u00eb i ul\u00ebt se mesatarja e OECD-s\u00eb. Duke u munduar t\u00eb shfaj\u00ebsohen p\u00ebr k\u00ebt\u00eb \u2018d\u00ebshtim\u2019 t\u00eb sistemi arsimor, zyrtar\u00ebt arsimor\u00eb atje deklaruan se mostra e nx\u00ebn\u00ebsve kroat\u00eb ishte shum\u00eb reprezentative ku n\u00eb PISA 2015 u p\u00ebrfaq\u00ebsuan 91% e 15 vje\u00e7ar\u00ebve t\u00eb grup-mosh\u00ebs s\u00eb targetuar nga PISA dhe se faji p\u00ebr rezultatin e ul\u00ebt bie mbi nx\u00ebn\u00ebsit minoritar\u00eb dhe ata me nevoja t\u00eb ve\u00e7anta arsimore t\u00eb cil\u00ebt kishin performuar m\u00eb dob\u00ebt se nx\u00ebn\u00ebsit tjer\u00eb kroat\u00eb. Deklarime t\u00eb tilla shkaktuan debate t\u00eb gjera n\u00eb Kroaci dhe u kthyen n\u00eb bumerang p\u00ebr shkak t\u00eb p\u00ebrpjekjeve t\u00eb zyrtar\u00ebve p\u00ebr t\u00eb shmangur p\u00ebrgjegj\u00ebsin\u00eb institucionale n\u00eb nj\u00ebr\u00ebn an\u00eb, dhe p\u00ebr t\u00eb t\u00ebhuajsuar e faj\u00ebsuar dy grupe t\u00eb caktuara nx\u00ebn\u00ebsish si t\u00eb ndrysh\u00ebm prej nx\u00ebn\u00ebsve tjer\u00eb n\u00eb sistem n\u00eb an\u00ebn tjet\u00ebr.<\/p>\n

N\u00eb fakt, n\u00eb pothuaj t\u00eb gjitha shtetet pjes\u00ebmarr\u00ebse n\u00eb PISA, grupet e margjinalizuara t\u00eb nx\u00ebn\u00ebsve performojn\u00eb n\u00eb nivel m\u00eb t\u00eb ul\u00ebt krahasuar me nx\u00ebn\u00ebsit tjer\u00eb n\u00eb sistem. Shtetet q\u00eb arrijn\u00eb performanc\u00eb t\u00eb lart\u00eb (si Finlanda p\u00ebr shembull) arrijn\u00eb q\u00eb performanc\u00ebn e k\u00ebtyre grupeve t\u00eb margjinalizuara ta ngrisin n\u00eb nivel m\u00eb t\u00eb lart\u00eb dhe t\u00eb krahasuesh\u00ebm me nx\u00ebn\u00ebsit tjer\u00eb p\u00ebrmes p\u00ebrfshirjes dhe p\u00ebrkrahjes s\u00eb vazhdueshme institucionale. Nj\u00eb qasje e till\u00eb inkluzive, fokusohet n\u00eb p\u00ebrshtatjen e sistemin arsimor q\u00eb t\u2019iu sh\u00ebrbej\u00eb m\u00eb mir\u00eb t\u00eb gjith\u00eb nx\u00ebn\u00ebsve t\u00eb p\u00ebrfshir\u00eb n\u00eb arsim, n\u00eb vend t\u00eb faj\u00ebsimit t\u00eb tyre p\u00ebr kontributin n\u00eb rezultatet mesatare t\u00eb nj\u00eb shteti. Dhe si nd\u00ebrlidhet kjo me Kosov\u00ebn?<\/p>\n

Derisa mostra n\u00eb Kroaci ishte reprezentative prej 91%, n\u00eb Kosov\u00eb mostra ishte shum\u00eb m\u00eb pak reprezentative me vet\u00ebm prej 71%, q\u00eb \u00ebsht\u00eb m\u00eb e ul\u00ebt se mesatarja e OECD-s\u00eb prej 89%, e po ashtu edhe me e ul\u00ebt se e secilit shtet pjes\u00ebmarr\u00ebs n\u00eb rajon. P\u00ebr shembull, n\u00eb Maqedoni mostra ishte p\u00ebrfaq\u00ebsuese prej 95%, n\u00eb Shqip\u00ebri prej 84% dhe n\u00eb Mal t\u00eb Zi prej 90%, e megjithat\u00eb k\u00ebto shtete u ranguan m\u00eb lart\u00eb se Kosova. P\u00ebrqindja m\u00eb e lart\u00eb n\u00eb mostr\u00ebn reprezentative tregon edhe nivelin e p\u00ebrfshirjes s\u00eb 15% vje\u00e7ar\u00ebve n\u00eb shkollim n\u00eb koh\u00ebn e vler\u00ebsimit PISA por edhe nivelin e p\u00ebrfshirjes s\u00eb 15% vje\u00e7ar\u00ebve n\u00eb vet\u00eb vler\u00ebsimin PISA. Q\u00eb si rrjedhoj\u00eb paraqet pasqyr\u00eb m\u00eb t\u00eb plot\u00eb dhe m\u00eb reale t\u00eb performanc\u00ebs s\u00eb 15 vje\u00e7ar\u00ebve brenda nj\u00eb shteti. N\u00eb rastin e Kosov\u00ebs, n\u00eb grupin prej 29% t\u00eb 15 vje\u00e7ar\u00ebve t\u00eb pa mbuluar nga vler\u00ebsimi PISA hyjn\u00eb nx\u00ebn\u00ebsit me nevoja t\u00eb ve\u00e7anta arsimore, nx\u00ebn\u00ebsit serb\u00eb dhe potencialisht edhe ata q\u00eb kan\u00eb braktisur shkollimin. \u00c7far\u00eb do t\u00eb thot\u00eb kjo p\u00ebr Kosov\u00ebn?<\/p>\n

Duke u bazuar n\u00eb mas\u00ebn e p\u00ebrfaq\u00ebsimit t\u00eb mostr\u00ebs s\u00eb Kosov\u00ebs n\u00eb PISA 2015, mund t\u00eb p\u00ebrfundohet se performanca e 15% vje\u00e7ar\u00ebve n\u00eb vler\u00ebsimin PISA \u00ebsht\u00eb treguese e nivelit t\u00eb performanc\u00ebs s\u00eb grupit prej 71% t\u00eb p\u00ebrfaq\u00ebsuar n\u00eb PISA. Dhe duke e ditur q\u00eb performanca e atyre q\u00eb nuk jan\u00eb p\u00ebrfaq\u00ebsuar n\u00eb PISA zakonisht pritet t\u00eb jet\u00eb me e ul\u00ebt sesa mesatarja e nj\u00eb shteti, kjo tregon q\u00eb rezultati real dhe m\u00eb i sakt\u00eb i nx\u00ebn\u00ebsve n\u00eb sistemin arsimor t\u00eb Kosov\u00ebs ka mundur t\u00eb jet\u00eb edhe m\u00eb i ul\u00ebt se ky q\u00eb \u00ebsht\u00eb publikuar n\u00eb PISA 2015 sikur mostra t\u00eb ishte m\u00eb reprezentative.<\/p>\n

Si\u00e7 kam argumentuar m\u00eb par\u00eb n\u00eb sbunker<\/a>, edhe pse PISA kund\u00ebrshtohet nga akademik\u00ebt p\u00ebr shkak t\u00eb pasojave negative q\u00eb politikat e bazuara vet\u00ebm n\u00eb PISA mund t\u00eb ken\u00eb p\u00ebr sistemet arsimore, sakt\u00ebsia e matjeve t\u00eb vler\u00ebsimit PISA nuk kontestohet.<\/p>\n

Me fjal\u00eb tjera, performanca e nx\u00ebn\u00ebsve t\u00eb Kosov\u00ebs n\u00eb vler\u00ebsimin PISA 2018 nuk do t\u00eb varet vet\u00ebm nga p\u00ebrmir\u00ebsimi ose p\u00ebrkeq\u00ebsimi i performanc\u00ebs s\u00eb sistemit arsimor si t\u00ebr\u00ebsi, por edhe nga p\u00ebrfaq\u00ebsueshm\u00ebria e mostr\u00ebs pjes\u00ebmarr\u00ebse n\u00eb vler\u00ebsim. Pasi rezultatet e vler\u00ebsimit PISA 2018 nuk do t\u00eb publikohen deri n\u00eb dhjetor t\u00eb vitit 2019 \u2013 plot tri vite prej tani \u2013 dhe me gjas\u00eb deri at\u00ebher\u00eb ministri aktual i arsimit mund t\u00eb mos jet\u00eb n\u00eb postin e nj\u00ebjt\u00eb, mund t\u00eb presim t\u00eb d\u00ebgjojm\u00eb retorik\u00eb t\u00eb nj\u00ebjt\u00eb edhe pas tri vitesh, q\u00eb rezultatet n\u00eb PISA t\u2019i atribuohen udh\u00ebheq\u00ebsve paraprak, ose q\u00eb realiteti i shkollave nuk \u00ebsht\u00eb ai q\u00eb do t\u00eb pasqyrohet nga PISA. Gjith\u00e7ka q\u00eb t\u00eb mund t\u00eb thuhet, q\u00eb n\u00eb fund p\u00ebrgjegj\u00ebsia t\u00eb bie mbi t\u00eb gjith\u00eb dhe mbi ask\u00ebnd n\u00eb t\u00eb nj\u00ebjt\u00ebn koh\u00eb!<\/p>\n

 <\/p>\n

_________<\/p>\n

M\u00eb shum\u00eb nga tema PISA:<\/p>\n

Dukagjin Pupovci –\u00a0PISA\u2013tronditja dhe PISA\u2013k\u00ebndellja<\/a><\/p>\n

Dren Pozhegu –\u00a0PISA dhe fronti i fundit i shpres\u00ebs<\/a><\/p>\n

Ardiana Shala Prishtina –\u00a0N\u00eb PISA katastrof\u00eb, por qymyri i Kosov\u00ebs asht ma i miri n’bot\u00eb<\/a><\/p>\n<\/div>\n<\/div>","protected":false},"excerpt":{"rendered":"

Apo pse reagimet e politikb\u00ebr\u00ebsve dhe akter\u00ebve t\u00eb arsimit ishin kund\u00ebrth\u00ebn\u00ebse e paradoksale, dhe si pjes\u00ebmarrja n\u00eb PISA 2015 ndihmon n\u00eb ofrimin e argumenteve t\u00eb bazuara n\u00eb d\u00ebshmi p\u00ebr at\u00eb se cfar? rezultati mund t\u00eb pritet n\u00eb vler\u00ebsimet e ardhshme t\u00eb PISA-s n\u00eb vend se t\u00eb sh\u00ebrbehemi me hamendje dhe retorik\u00eb boshe? P\u00ebrderisa u v\u00ebrejt […]<\/p>","protected":false},"author":539,"featured_media":10855,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[13],"tags":[1994,1993,972,1137],"ppma_author":[1992],"class_list":["post-3420","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-analize","tag-arsim","tag-edukim","tag-kosove","tag-pisa"],"authors":[{"term_id":1992,"user_id":539,"is_guest":0,"slug":"armend-tahirsylaj","display_name":"Armend Tahirsylaj","avatar_url":{"url":"https:\/\/sbunker.org\/wp-content\/uploads\/2024\/12\/armend.png","url2x":"https:\/\/sbunker.org\/wp-content\/uploads\/2024\/12\/armend.png"},"user_url":"","last_name":"Tahirsylaj","first_name":"Armend","description":"Dr. Armend Tahirsylaj \u00ebsht\u00eb profesor i asociuar i arsimit. Ai mori grad\u00ebn e doktoratur\u00ebs n\u00eb Teori dhe Politika Arsimore nga Universiteti Shtet\u00ebror i Pensilvanis\u00eb n\u00eb 2015. Interesat e tij k\u00ebrkimore p\u00ebrfshijn\u00eb teorin\u00eb dhe politikat arsimore, arsimin krahasues nd\u00ebrkomb\u00ebtar, politikat komb\u00ebtare t\u00eb arsimit K-12 dhe rolin e Bildung p\u00ebr zhvillimin njer\u00ebzor p\u00ebrmes arsimit. Armend ka nj\u00eb p\u00ebrvoj\u00eb t\u00eb ndryshme arsimore dhe pune nga Kosova, Kanadaja, Austria, Shtetet e Bashkuara, Suedia dhe Norvegjia. Ai pret t\u00eb m\u00ebsoj\u00eb me njer\u00ebz kreativ\u00eb dhe kureshtar\u00eb nga e gjith\u00eb bota, t\u00eb cil\u00ebt do t\u00eb jen\u00eb pjes\u00eb e komunitetit global t\u00eb CIT."}],"_links":{"self":[{"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/posts\/3420","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/users\/539"}],"replies":[{"embeddable":true,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/comments?post=3420"}],"version-history":[{"count":3,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/posts\/3420\/revisions"}],"predecessor-version":[{"id":10856,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/posts\/3420\/revisions\/10856"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/media\/10855"}],"wp:attachment":[{"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/media?parent=3420"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/categories?post=3420"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/tags?post=3420"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/ppma_author?post=3420"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}